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Searching citizenship: Social studi...

Tupper, Jennifer Anne.

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Searching citizenship: Social studies and the tensions of teaching.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	Searching citizenship: Social studies and the tensions of teaching./
作者:	Tupper, Jennifer Anne.
出版者:	Ann Arbor : ProQuest Dissertations & Theses, : 2005,
面頁冊數:	165 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3605.
Contained By:	Dissertation Abstracts International66-10A.
標題:	Social sciences education. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=NR08305
ISBN:	9780494083055

Searching citizenship: Social studies and the tensions of teaching.
Tupper, Jennifer Anne.

Searching citizenship: Social studies and the tensions of teaching. - Ann Arbor : ProQuest Dissertations & Theses, 2005 - 165 p.

Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3605.

Thesis (Ph.D.)--University of Alberta (Canada), 2005.

A crisis of silence abounds in the teaching and learning of social studies, and it is the aim of this research to begin to dispel the crisis through the persistent possibility of opening up understandings of citizenship, culture and gender in social studies, to move beyond the masculinized and falsely universalistic knowledge upon which social studies has been created, to unsettle the deep language of citizenship, and ultimately to honour the multi-layered narratives of teaching in a continual search for meanings.

ISBN: 9780494083055Subjects--Topical Terms:

2144735
Social sciences education.

Searching citizenship: Social studies and the tensions of teaching.
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500 $a Source: Dissertation Abstracts International, Volume: 66-10, Section: A, page: 3605.
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520 $a A crisis of silence abounds in the teaching and learning of social studies, and it is the aim of this research to begin to dispel the crisis through the persistent possibility of opening up understandings of citizenship, culture and gender in social studies, to move beyond the masculinized and falsely universalistic knowledge upon which social studies has been created, to unsettle the deep language of citizenship, and ultimately to honour the multi-layered narratives of teaching in a continual search for meanings.
520 $a Informed by philosophical hermeneutics and feminist theory, and using feminism as a critical hermeneutic, this research honours the voices and experiences of teachers who are invested with the task of educating citizens in a world that is filled with contradictions, complexities, inequities, and uncertainties. Conversations with five classroom teachers reveal how teaching has been shaped by tradition but also how we might learn through the messiness of everyday talk, opening up new possibilities for understanding and creating the conditions through which knowledge may be transformed. The conversations reflect a sustained commitment to questions rather than answers, to the open and provisional character of research, and to the significance of both what is spoken and what remains unsaid.
520 $a Through this research it became clear that perplexing difficulties, or aporias, emerged in relation to questions of citizenship, culture and gender. While each of the research participants spoke about the possibilities of educating for citizenship, they also acknowledged the inherent difficulties in a subject that has historically constructed citizenship as universal and students as the same. Culture too was revealed as an aporia in social studies as each participant acknowledged the quieting or silencing of culture in the curriculum, but struggled with how to meaningfully address such an understanding in their teaching. Similarly, gender surfaced as a site of tension in teaching social studies, often functioning as the unspeakable. Despite the difficulties these aporias presented for the participants in this study, they create opportunities to move forward through social studies and move social studies forward.
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